Towards a Discourse Grammar in Language Teaching (original) (raw)
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A discourse-based model for teaching grammar
This paper proposes a pedagogical, discourse-based model for organizing and teaching grammar in the Omani context. Towards this end, it sheds light on three approaches to teaching grammar: the form-focused approach, the meaning-focused approach and the form-in-tasks approach. Then, it describes the proposed model which: (1) identifies three general communicative purposes and specifies the grammatical items that go with each purpose, (2) categorizes the grammatical items into basic grammatical items and secondary grammatical items that can cluster around the basic ones to express other minor language functions, and (3) demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the function of each item. The paper ends up with examples for showing how we can develop and teach consciousness-raising tasks and activities in the light of the suggested model.
TEACHING COMMUNICATIVE GRAMMAR AT THE DISCOURSE LEVEL
Communicative grammar is based on the communicative approach to the teaching of second/foreign languages. Language structures must not be taught in isolation but integrated to the four skills of language: listening, speaking, reading and writing. In this way a structure is practiced orally and In wrltten form. Grammatical pattems must not only be learned at the utterance level but at the dlscourse level; the main objective focuses on the development of communicative grammatical competence, which is understood as the ablllty to use and understand a structure in a variety of sltuatlons spontaneousiy. The approach calis for a certaln balance between pre-communicative and communicative actlvltles: the flrst prepare the learner to handle the language rules for actual communication and the latter enable him to use the structures in real communication. The students must not only do drills and precommunicative exercises in class, but they must interact and communicate with other speakers when they use the pattems they are studying. Classes are planned in a way that the students use the structures naturally and not artificially, and they require time and practico to internalize those pattems by using a process in which grammatical structures are recycled with more complex variations.
Teaching Grammar at University: Integrating Pragmatic, Discourse, and Linguistic Aspects
fethiza tedjani mouna , 2022
Abstract:The present study aims to offer a context bounded model of grammar teaching that integrates insights from discourse analysis and pragmatics without neglecting or prioritising the role of formal knowledge of rules. The suggested pedagogical framework aims to raise the awareness of students of English as a foreign language in Algeria to interpret and produce grammar rules_ articles in this respect as a teaching situation _ to ultimately develop students' abilities to cope with communicative needs. The selected grammatical items will be taught through discourse and analysed in terms of form function relationship, the cohesive role of grammatical elements under scrutiny in discourse, and the acts the utterances fulfill. A definite comprehensible teaching framework is suggested to teach grammar from an eclectic angle. Once the students are acquainted with sufficient discourse-based content, they are expected to promote their production and interpretation abilities in communicative situations efficiently and appropriately. Keywords: Grammar1; Pragmatics2; Discourse Analysis3; Teaching4; Communicative abilities5.
Exploring the nature of classroom discourse in grammar class
Using the Theme/rheme framework of systemic functional grammar, this study investigated the nature of classroom discourse in an EFL context. The settings were two grammar classes taught by an experienced teacher and an inexperienced one. The study aimed at comparing the discourse of these teachers in order to find differences in the way they use language to interact with their students and to make their meanings clear to them. For this purpose, the researcher adapted the Theme/rheme system of systemic functional grammar based on Eggins (2004) and explored the classroom discourse of these teachers teaching grammar. The adapted system consisted of four components: simple Theme, multiple Themes, Theme markedness and Theme patterning. Based on these components, four research questions were developed and analyzed by the help of statistical techniques. The first research question examined the concept of single Theme in the discourse of Experienced and Inexperienced teachers. The result of the chi-square test showed that there are significant differences between Experienced and Inexperienced teachers in the use of simple Theme (p<0.05). Concerning the second research question, the researcher used multiple Themes category to investigate the differences between Experienced and Inexperienced teachers' discourse. multiple Themes are made up of three components attitudinal Theme, conjunctive Theme and mixed Theme. The result of chi-square test for attitudinal and conjunctive subcategories proved to be significant while the result for mixed Themes proved to be insignificant (p<0.05). Speaking of the third research question, the researcher investigated Theme markedness in the discourse of Inexperienced and Experienced teachers. The result of chi-square test showed that there are significant differences between Experienced and Inexperienced teachers in the use of marked Themes (p<0.05). The last research question examined the difference in the use of Theme patterning between Experienced and Inexperienced teachers. Based on Eggins (2004) there are three patterns of Theme developments available to the teachers: Theme reiteration, Zig zag pattern and Multiple-rheme pattern. The results showed that the Inexperienced teacher used 41 reiteration and 30 zig-zag pattern while the Experienced teacher used 69 reiteration, 40 zig-zag and 19 multiple-rheme patterns. The findings of this study promise some pedagogical implications for Experienced and Inexperienced teachers, teacher educators, students, classroom discourse analysts and material developers. Also the results points to the importance of investigating classroom discourse of language teachers in EFL contexts in order to improve their work and make the process of learning easier for their students.
A SUMMARY OF A SECOND CHAPTER FROM THE BOOK “DISCOURSE ANALYSIS FOR LANGUAGE TEACHERS” By McCarthy, M (1991) Analyzed and Summarized by AHMAD S. HALAHALA, 2024
This paper discusses on the familiar terms which are common in Language teaching such as clause, pronoun, adverbial, conjunction, and so on are used in the familiar way found in chapter two of the book Discourse Analysis for Language Teachers. An attempt was done to relate them to a probably less familiar set of terms such as theme, rheme, reference, anaphoric and so on, in order to make the link between grammar and discourse. The importance of grammar in language teaching shall not be undermined and thus on the contrary, this chapter takes as a basic premise that without a command of the rich and variable resources of the grammar offered by a language such as English, the construction of natural and sophisticated discourse is impossible.
In the history of language teaching, the role of grammar has been addressed by a number of linguistic theories, pedagogies and, currently, within the Common European Framework of Reference for Languages (CEF). The way grammar is considered has a decisive influence on pedagogical practices, learning processes and many other areas involved in language teaching. This paper constitutes a revision of how grammar has evolved in the last fifty years paying special attention to its evolving role in both communicative (CLT) and post-communicative approaches and in the CEF.From this revision, some controversial issues concerning the pedagogic value of teaching grammar will arise as well, such as whether grammar is worth teaching in the classroom or not and how it should be taught.Even though there exists a parallel linguistic framework between CLT and the CEF, some issues still need revision concerning the notion of grammatical competence and its role for language teaching.
Interrelation of Discourse and Grammar in Efl Classroom Setting
IJOLTL: Indonesian Journal of Language Teaching and Linguistics, 2017
This article describes relation between grammar and discourse in teaching perspectives. The concept basically examines that grammar and discourse are interrelated and coherence. In the interaction practices, the role of grammar is prominent to interpret meaning from which contexts are based. Meaning is contextual and interpretation comes from the surrounding context. Four dimensions proposed in this article appear to relate grammar and discourse: (1) three dimension grammar of language exist in terms of form, meaning, and function, (2) variations of words structure appear in sentences having direct and indirect objects (dative), (3) modality from which certainty is referred, and (4) verbs indicating future actions e.g. be going to and will are present.
2013
This paper presents a discussion on linguistic and pedagogic issues relevant for the analysis of pedagogical grammars of English, in the search for theoretical assumptions underlying linguistic descriptions. It explores linguistic discourse in pedagogical grammars with the intention of evaluating its potential for the consolidation of ESL in advanced courses and teacher education programs. The author will examine some paradigmatic samples of such grammars looking for explicit and implicit hypotheses textbook writers hold on the nature of grammar and instruction.